Strands and performance criteria

The Tasmanian Curriculum is organised into curriculum areas (e.g. English-literacy). Each area is further organised into strands (e.g. reading and viewing) that describe the content and processes in each area. Teachers use Performance criteria (e.g. reading and viewing) to help them make valid assessment judgements in each area.

Curriculum area	Strands	Performance criteria
English – literacy	Reading and viewing Writing and representing Speaking and listening Thinking Using ICTs	Reading and viewing Writing and representing Speaking and listening
LOTE	Communication Language as a system Language and culture	Communication Language as a system Language and culture
Mathematics – numeracy	Working mathematically Number Algebra, function and pattern Space Measurement Chance and data	Working mathematically Number Algebra, function and pattern Space Measurement Chance and data
Science	Science as a human endeavour Scientific inquiry Scientific communication Science as a body of knowledge	Science as a human endeavour Scientific inquiry Scientific communication Science as a body of knowledge
Society and History	Identity, relationships and culture Democratic values and processes Interactions with the environment interconnections between systems Responsible citizenship Historical inquiry Philosophical inquiry Communication	Understand how culture and community shape identity and relationships Understand democratic values and processes in society, government and law Understand relationships between people, resources and places Understand social, economic and political systems and the connections between them Understand how individuals and groups can take action to positively influence change Undertake historical inquiries in relation to continuity and change in society Undertake philosophical inquiries into issues and beliefs in society Acquire, critically examine and communicate information
Health and wellbeing	Understanding health and wellbeing Skills and concepts for movement and physical activity Skills for personal and social development	Understand how to maintain and integrate elements of a healthy lifestyle Apply health knowledge to promote personal and group health and wellbeing Acquire and use movement and fitness skills and concepts to enhance performance Understand factors that influence participation in physical activity Understand concepts of identity and relationships Demonstrate self management skills that promote personal identity and positive relationships
The Arts	Dance Drama Media Music Visual Art	Imagining and creating new works Using skills, techniques and processes Using codes and conventions Interpreting and appraising the works of others Making aesthetic choices Reflecting cultural, social and historical contexts Presenting with purpose Expressing personal voice
Vocational and Applied Learning	Innovation and Design Systems and Processes Applications and Solutions Futures Planning	Respond to design challenges Understand and apply design principles Research, plan, trial and modify Evaluate and reflect upon own work
Information and Communication Technologies (ICTs)	Inquiring with ICT Creating with ICT Communicating with ICT Operating ICT	Inquire and become critical information consumers Inquire using appropriate strategies and tools Create, edit and share information and ideas Follow recognised conventions to express ideas and information Express identity, communicate appropriately and maintain safety and privacy Contribute to and learn from others Use recognised procedures to maintain a secure, safe and efficient ICT environment Understand how ICT components and systems are used to store and retrieve information